Problematika měření socio-emočních schopností u dětí : srovnatelnost faktorové struktury posuzovací škály mezi otci, matkami a pedagogy

Title: Problematika měření socio-emočních schopností u dětí : srovnatelnost faktorové struktury posuzovací škály mezi otci, matkami a pedagogy
Variant title:
  • The issue of measuring socio-emotional abilities in children : comparability of the factor structure of a rating scale across fathers, mothers, and teachers
Source document: Studia paedagogica. 2021, vol. 26, iss. 1, pp. 69-90
Extent
69-90
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Cílem studie je s použitím české adaptace metody Škály emoční inteligence (Emotional Intelligence Scale) amerických autorů Vallerové a Pfeiffera z roku 2015 ověřit faktorovou strukturu přeložené verze dotazníku a její srovnatelnost napříč různými skupinami hodnotitelů. Sběru výzkumných dat se zúčastnilo celkem 87 učitelů, 251 matek a 117 otců, kteří s pomocí uvedené metody hodnotili socio-emoční schopnosti 315 dětí z 51 škol. Výsledkem byla identifikace dvoufaktorového modelu české verze dotazníku s faktory Prosociální chování a Emoční sebeuvědomění a seberegulace. Zároveň jsme z jistili, že daný model vykazuje dobrou shodu s daty matek a otců, v případě pedagogů však není akceptovatelný. Výsledky a implikace z jištění jsou diskutovány v kontextu dalšího využití metody a dopadu na budoucí výzkumy socio-emočních dovedností pomocí dotazníkových metod.
The aim of this study was to assess the factor structure of the Czech adaptation of the Emotional Intelligence Scale by U.S. researchers Valler and Pfeiffer (2015) and its equivalence across different groups of raters. Altogether, 87 teachers, 251 mothers, and 117 fathers participated in the data collection, rating the socio-emotional competencies of 315 children from 51 schools. A two-factor model, consisting of prosocial behavior and emotional conscientiousness and self-regulation, proved to be most likely, showing an acceptable fit in both mothers and fathers; however, the fit was unsatisfactory in teachers. The results and possible implications are further discussed.
Note
Tato studie je výsledkem badatelské činnosti podporované v rámci projektu MUNI/A/1458/2020 "Doménově specifické schopnosti intelektově nadaných žáků".
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